portfolio presentation

Portfolio Strategies for Student

Engagement

Carolyn Oldham

Adjunct Instructor, Librarian

Library Science

Rio Hondo College

Portfolios … what are they?

• Used:– Within a sequence of classes– Within one class– To document learning journey over one course,

several courses or throughout an entire program

•Website: http://eportfoliolearning.weebly.com/ (links, ppt, examples of handouts, tutorials, etc)

eportfoliolearning.weebly.com

http://eportfoliolearning.weebly.com/

Portfolios

• Documenting learning in an ePortfolio … is a way for learners to explore and reflect on their knowledge by asking critical questions about where and how their knowledge was derived and what to learn next.

• Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A Guide for College Instructors Wiley.


Types of Portfolios


Career Educational Process

Showcase

Hybrid (both)

ePortfolio

Paper

Portfolio types

•Process: Students create a product and then later reflect on the process by answering thought-provoking questions. The important part here is getting the students to think about their learning. Allow time to reflect or ask more questions.

•Showcase: This type of portfolio seeks to highlight the students’ best work. Showcased work will allow students to populate their digital footprint, create a longitudinal learning inventory, and show growth over time.

•Hybrid (In-Between): This is a combo of the two portfolios above. Allows for best work to be showcased but over time demonstrating process.


Holly Clark: Beginner’s guide to creating a digital portfolio.

http://www.hollyclark.org/2014/03/23/a-beginners-guide-to-creating-digital-portfolios-2/

Physical Formats

•Paper portfolios


eportfolios

ePortfolios

•ePortfolios: emphasize on technology, software, programs such as websites

–Office (Word, Excel, PowerPoint)–Websites

•Blogging•Wordpress, other website creation sites

–Multimedia authoring programs•Flash, Adobe Captivate


Portfolios as a Format

• The accidental ePortfolio • Finding a format that:

• facilitated student reflection and engagement within the course

• provided evidence of learning. • Begin with action research and inquiry


Action Research

• Practical approach to professional inquiry. • The improvement of practice, its understanding and the

situation in which it takes place. – Carr and Kemmis (1986)

– http://edglossary.org/action-research/


Action Research

•Definitions: defining your practice and what you are enacting

•Involved: –Course structure–Movement towards reflective, discursive format of teaching


Reflection

• Reflection as essential to the use of a portfolio in a class setting.

• Iteration: learning which emphasizes process

• Students reflect on concept, task or knowledge several times during the term

• Social Pedagogies

• Engages students in communication intensive tasks where the representation of knowledge for an authentic audience is central to the construction of knowledge.

Connect to Learning: http://c2l.mcnrc.org/category/pedagogy-practices/social-practices/


http://c2l.mcnrc.org/category/pedagogy-practices/social-practices/

eportfoliolearning.weebly.comBass, R. Designing for Difficulty: Social Pedagogies as a Framework for Course Designhttps://blogs.commons.georgetown.edu/bassr/social-pedagogies/

Simplified


Student

Process learning

Authentic Audience

Reflection Feedback

Voice and purpose

Portfolio Definitions

•Portfolios are generally considered a collection of materials

–“Collection of evidence that is gathered together to show a person’s learning journey over time, and to demonstrate their abilities”.

• Butter, P. (2006). A Review Of The Literature On Portfolios And Electronic Portfolios. eCDF ePortfolio Project. Massey University College of Education


Portfolio Definitions

•“Systematic collections of student work selected to provide information about students’ attitudes and motivation, level of development and growth over time.”

• Kingore, B. (1993). Portfolios: Enriching and Assessing All Students (1st ed.). Des Moines: Leadership Publishers Inc.

•“Purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas.”

• Del Vecchio, A., Gustke, C. & Wilde, J. (2000). Alternative Assessment for Latino Students. In J.V. Tinajero & R.A. DeVillar(Eds.), The Power of Two Languages (pp. 365 – 382). New York: McGraw-Hill.


Artifacts

•What is contained in portfolios are what we call artifacts:

–Documents–Images–Videos–Charts–Other types of visual or writing pieces

•Artifact is wide open, it could be a writing piece for a writing course, it could be a financial analysis work for a course in business.


eportfoliolearning.weebly.comBarrett, H. http://electronicportfolios.org/

History of Use

•Use of portfolios early on were in visual courses where students produced portfolios of artwork or other types of evidence of improvement mainly in visual design courses

•Researchers including Helen Barrett began to draw the concept into other disciplines and areas and developed use of these in other disciplines:

•http://electronicportfolios.org/ (multitude of sources of eportfolios, software, use)


http://electronicportfolios.org/

Portfolios in Specific Fields

•Medicine •Nursing•Two areas which have used portfolios to document clinical learning

Examples

http://sfsueportfolio.myefolio.com/sfsugalleries/nursing


http://sfsueportfolio.myefolio.com/sfsugalleries/nursing

Benefits to ePortfolios

•For ePortfolios, there are benefits seen in:

–Skills development related to technology: Students have to use some type of electronic technology to develop a portfolio.

–Access: easily made available to the student, instructor, or made public.

–Portability: student can take with them, after a course or a program.



•ePortfolios offer a framework within which students can personalize their learning experiences, and create different representations of their learning experiences tailored to specific audiences while also developing multimedia capabilities (Chen and Penny Light, 2010).

• Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A Guide for College Instructors.



•An advantage of the ePortfolio:

–capturing evidence in a range of formats, including written documents, audio recordings, videos, and digital photographs.



Consortiums and Institutional Research

• Research points to the contributions of e-portfolios to increased student engagement, retention, learning skills, professional identity development, and self-direction.

• Connect to Learning– http://c2l.mcnrc.org/evidence/

• Association for Authentic, Experiential and Evidence-Based Learning–http://www.aaeebl.org/


http://c2l.mcnrc.org/evidence/

http://www.aaeebl.org/

•Connect to Learning is a FIPSE-funded community of practice, linking e-portfolio leadership teams from twenty-four campuses in a shared effort to learn from each other, document effective practices, and develop a resource for the field.

• Eynon, B et al (2014). Completion, Quality, and Change: The Difference E-Portfolios Make. Retrieved from http://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-e-portfolios-make


http://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-e-portfolios-make

•AAEEBL (“able”), the Association for Authentic, Experiential and Evidence-Based Learning, serves as a professional association dedicated to supporting educational leaders committed to educational transformation relevant to 21st century learners. We are best-known for promotion of eportfolios as a high impact practice that encourages learners to reflect on their learning and to learn more deeply as a result of their reflection process.

•http://www.aaeebl.org/


http://www.aaeebl.org/?page=about#learner

http://www.aaeebl.org/?page=about#highimpact

http://www.aaeebl.org/

ePortfolio Program

•La Guardia Community college: example of an institution wide well-known portfolio program [not just online], which all students are required to participate in to graduate.

•Their student body is very diverse with many first-generation college students and recent immigrants.

•Their campus-wide use of portfolios provides evidence of student learning and also promotes ownership of learning by students.


LaGuardia Community College

•Examples of portfolios by LAGCC students:

•http://eportfolio.lagcc.cuny.edu/gallery/


http://eportfolio.lagcc.cuny.edu/gallery/


•Student Engagement, Pass Rates, Retention–Quantitative Data–Comm. College Survey of Student Engagement (CCSSE)–Qualitative feedback–Student outcomes (pass rates, retention)

•CCSSE Survey indicates pass rates/retention higher in courses employing eportfolios

• Electronic Portfolios 2.0: emergent research on implementation and impact, 2009. Chapter 6: Making Connections: the LaGuardia ePortfolio.



•Two important considerations:

•Visual Creativity–Integration of visual and written–Takes advantage of new literacy; abilities of technology to enlarge how we generate and exhibit knowledge

•Interdisciplinarity–‘Crossing boundaries” –‘Leaky seams .. between making sense of different experiences”

•How students reflect naturally and consciously about how day-to-day events overlap in their learning


Individual Applications of Portfolios-ePortfolios

•Research for individual courses is not as plentiful.

•Fourie & Niekerk (1999) Using portfolio assessment in a module in research information skills. Education for Information, 17: 333-352.

•Use of portfolio evaluation in Information Literacy courses:

–Need for authentic evaluation.–Offered insight into student learning


Individual Applications of ePortfolios

•Research for individual courses is not as plentiful.

•Sonley et al. (2007). Information Literacy Assessment b Portfolio: a case study” Reference Services Review, 35.1: 441-70.

•Use of eportfolio evaluation in Information Literacy courses:•Original project:

–Bibliography of sources–Critical evaluation of process of low quality with little analysis.

•Developed portfolio with 3 components of –bibliography, evidence of search processes –critical reflection on process –evaluation of sources


Individual Applications of ePortfolios

•Conclusions–Improved student performance on a bibliography on topic chosen by student–Provided evidence of student learning–Portfolio suited to information literacy as it allowed formative assessment throughout the process of construction

•Sonley et al. (2007). Information Literacy Assessment by Portfolio: a case study” Reference Services Review, 35.1: 441-70.


Process or Product?

•Helen Barrett (2010) describes the value of a learning portfolio as:•The real value of an e-portfolio is in the reflection and learning that is documented therein, not just the collection of work (Barrett, 2010).


A Process

•Collect: gather items based on portfolio purpose•Select: criteria for choosing items•Reflect: significance of each item•Connect: publish, feedback

Adapted from

http://www.cwahlksu.info/2014/03/21/

reflection-17-eportfolios-for-teachers/

ePortfolio Center, U.S. Dept of Education. https://sites.google.com/site/resourcecentereportfolio/home


Process

Collect

Select

Reflect

Connect

Translates to ePortfolios


Traditional vs.

Collecting

Selecting

Reflecting

Connect

ePortfolio

Archiving

Linking/thinking

Storytelling/narrative

Collaborating

Process?

•Focus on reflection.

•Research into portfolio use in education has linked reflection and learning and the development of a portfolio:

•“…Neither collection nor selection of pieces to be incorporated into a portfolio are worthwhile learning tasks without a basis in reflection’ (Kimball, 2005).


Class Applications

• Fundamentals of Library Research

• 3-credit course, online section

• Satisfies CSU, UC credit for library research course

• Technical skills such as online searching, citation formatting

• Theoretical aspects of information and society

– Rio Hondo College: Fund Library Research 101: This course promotes information literacy by introducing students to the resources available in an academic library, including books, online catalogs, online databases, and Web sources. Students learn how to define their research problem, apply appropriate search tools, analyze and evaluate information and search strategies, and use information ethically and legally. The critical thinking skills and research strategies learned in this class will benefit students who need to find information for college-level research assignments, career demands, and lifelong learning.


Variety and Application of Skills and Knowledge

• Wide variety of skills

• Wide application of skills

• Integration of skills and knowledge


Course outline

•Basic skills [Weeks 1-4]: searching online catalogues, online subscription databases, learning/reviewing some basic skills in technology

•Weeks 5-10: 2-week units on Topic Development, Advanced Searching, and Citation formatting.

•Weeks 11-15: new media sources, more searching skills (internet) evaluation of sources, and theoretical aspects of information in society.


Types of Knowledge


Facts about catalogs,

databases

Boolean Search, Other

Search Types

Identify a research

topic

Formulate questions

Search Databases

Internet

Classification Schemes

(Library Congress, Dewey)

Theoretical aspects

Understand need to evaluate sources

Course Goals

Investigate the scope, content,

organization, and help features

of information retrieval systems

Plagiarism

Copyright

Intellectual property

Three areas of focus

•Reflection: reflection upon prior knowledge or experience, which feeds into conceptualizing what has been learned, resulting in new experiences based upon what they have learned. (Kolb, 1994)

•Choice Student choice in what is included in the portfolio. This depends on the program. Ranges from completely student choice to required elements

•Ownership Leads to ownership of learning


Reflection

•Reflection in education, with the concept originated by Dewey (1933), refers to:

–Cognitive activity for monitoring, evaluating and modifying thinking, or a process and to assist in moving to a next level of skill or accomplishment.

–The concept of reflection is linked essentially to development –Studies link reflection, and the use of portfolios as a learning tool (Butler, 2006, Saito, 2007).


Ownership

•A goal of the course is for students to engage in life-long learning, which is a part of the course description:

–The critical thinking skills and research strategies learned in this class will benefit students who need to find information for college-level research assignments, career demands, and lifelong learning.


Criteria for Life-Long Learning

Technology •ACRL (Association for College and Research Libraries:

–Information literacy is related to information technology skills, but has broader implications for the individual, the educational system, and for society. Information technology skills enable an individual to use computers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related, and personal goals. Information literate individuals necessarily develop some technology skills.

–http://www.ala.org/acrl/standards/informationliteracycompetency

Initiative, independence, reflection•Essential Learning Outcomes:

–AAC&U VALUE rubric, incorporating independence, reflection and initiative in learning


http://www.ala.org/acrl/standards/informationliteracycompetency

Reflection in Online Learning

• In a study of Online Learning by the Dept of Education (2010) through an extensive literature review of quantitative studies of online instruction, key findings included:

–Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection.

–Overall, the available research evidence suggests that promoting self-reflection, self-regulation and self-monitoring leads to more positive online learning outcomes. Features such as prompts for reflection, self-explanation and self-monitoring strategies have shown promise for improving online learning outcomes (p. 4-5)

–Means, B.; Toyama, Y.; Murphy, R.; Bakia, M.; Jones, K.. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education. May 2009. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf


https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

•When students know that peers are looking at and commenting on their e-portfolio, its value as a learning experience is significantly enhanced.

• Eynon, B (2014). Completion, Quality, and Change: The Difference E-Portfolios Make. https://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-e-portfolios-make


https://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-e-portfolios-make

Reflection, again

•Dewey (1933) originated concept of reflection:

–Form of problem solving connecting several ideas together by linking each idea with its predecessor in order to resolve an issue

•Kolb (1984): –Having an experience is not sufficient to learn or acquire KNOWLEDGE.. –Reflection is necessary to gain understanding of concepts engaged in the experience and test concepts under new conditions.

–Allows practical skills to be applied in a number of meaningful situations.


Fund of Library Research

•Discussion threads (11 per semester)•Assignments•Core assignments (bigger assignments on topic development, search skills and citation formatting)

•Quizzes/final exam•Annotated bibliography final project

–MLA formatted–Citations formatting–Annotations for some sources–Research questions and thesis statement


Types of Reflective and group Exercises – Lib 101


Rough draft

(Fall 2011

PPT

presentation)

Final

bibliography

(total points

including

rough draft)

% of reflective

exercise to

final

bibliography

Additional

Reflection

exercises

[blog,

journal]

% of

reflection

exercises

out of final

points**

Group

Exercises

(group blog,

wiki)

Discussions

(11, 25 pts

each)

Spring 07-

Fall 08

0 250 0 0 0 0 275

Spring 09

Spring - 11

20 230 8 0 2 50-75 275

Fall 11-Fall

14

50 200 25 60-100 15 0 275

Spring

2015

70 150 20 150 22 0 275

**1000 total points

Rough Draft … to Reflective Exercise

•Rough Draft due Week 12 - should include

•1) potential topic statement; •2) two paragraphs on aspect of

topic •3) at least three possible sources in

MLA citation format Include all these sections to get 50 pts for rough draft

• http://eportfoliolearning.weebly.com




•Artifacts: presentation to illustrate some of steps of their development of topic

List of keywords (concept map) search strategies citation formatting

•Began with: 4 artifacts: include to present to class

•Spring 2015: 11 artifacts: revise/additional material




Revise for inclusion in portfolio

CollectionSelectingReflecting –revisions/additionsConnecting --presenting

Reflection Exercises

•PowerPoint Presentation–4-5 artifacts: Concept Map, Annotation, thesis statement and a summary or description of search techniques

–11 artifacts: concept Map, thesis statement, Research Questions, Search example, Citation example, annotation, journal entries (3), choice of one additional assignment, summary of process


Reflection Exercise

Post a journal entry (120 words, 1-2 paragraphs) about what you have learned over Week 1-4.

–Describe at least 3 Key Concepts that you found interesting, and that you can apply to upcoming exercises, or to academic work in general.

–Some suggestions: definitions of technology/Internet; online catalogs: including field names, keywords, subjects, subject versus keyword searching; online databases: field searching, Boolean searching, or, any other concepts you find useful.

–Also, if you have any questions about Weeks 1-4, include questions in your reflection.

–http://eportfoliolearning.weebly.com



Reflection Exercise

•To include in Final portfolio:

•Revising of journal entries (do at least two of the following):–correcting for grammar/punctuation–adding websites that might be related to your journal entry, –add additional paragraph with additional reflection about one more Key Concept]

–http://eportfoliolearning.weebly.com



Process and Product

• Process: reflection on, and documentation of learning process

• Product:– Materials or artifacts student chooses to include

– Serves as final project in class

– Assessment is summative, with grades awarded at end of term

Lane, Cara “Technology and Change” Electronic ePortfolios 2.0, Stylus, 2009.


Organizers and Checklists

• How to document process?


Matrix

•Matrix rubric for assessementof gen edrequirements


Diller & Phelps. Learning Outcomes, Portfolios, and Rubrics, Oh My! Authentic Assessment of an

Information Literacy Program. Libraries and the Academy Vol. 8, No. 1 (2008), pp. 75–89.

Groupwork as social pedagogy

•Audience •Positioning

–Of peers–Of instructor

•Backstage interaction


Technology?

Three Iterations of a Portfolio Project

Microsoft PowerPointGoogle DocsGoogle Blogger


ePortfolio technology

• Whole range of options• Generic Tools:

– Word processing– HTML editors, – multimedia authoring tools, – portable document format (PDF), and other commonly used productivity

tool software. • customized systems approaches (CS) that involve servers, programming, and

databases

• Barrett, Helen (2004). Online Portfolios, Pros and Cons of Different Software, Services, and Strategies. Pptpresentation retrieved from


Technological Issues?


Technological Issues

•When learning new tools, use familiar tasks

•When learning new tasks, use familiar tools

• Barrett, Helen (2004). Online Portfolios, Pros and Cons of Different Software, Services, and Strategies. Pptpresentation retrieved from http://electronicportfolios.com/web20.html


Google Blog

• Link


http://biancatamayolib101.blogspot.com/

Connect2Learning

http://c2l.mcnrc.org/technology/ Two examples of implementation of portfoflios: Salt Lake Community College uses

free websites for students to create portfolios


http://c2l.mcnrc.org/technology/

•SLCC Use of Technology•http://slcc.mcnrc.org/tech-story/


http://slcc.mcnrc.org/tech-story/

Commonly Available Tools

• Powerpoint

• Accessible to Students

• Readily available through programs provided at school labs

• Easily transfer to Google Docs

• Integrate in any CMS


Course Management Capabilities vs. Stand Alone Sites

• Course Management Capabilities• Weebly• Pathbrite

• Stand Alone Sites

– Google Drive

– Google sites

– Evernote

• My sample Google Blog: http://lib101rhc.blogspot.com/


http://lib101rhc.blogspot.com/

Weebly student websites


http://www.weebly.com

http://www.weebly.com/

Questions to Ask

• Can student work be made public • Can students view and comment on each other's work?• Can the teacher provide feedback for the student privately?• Does the platform allow for multiple file types (documents, sound files, video

files)• What are the costs for using the tool or platform?• Can a teacher create a teacher account and student accounts, or do students

sign up on their own? • Can the tool be integrated into an existing SMS or other school-wide

database and/or gradebook?


Course Management versus Portfolio or blog sites

• Portfolio sites now offer features of course management system

– Discussion forums

– Assignment submission

– Course materials

– Embedded media


Where did I end up?

Evidence and Transparency•Evidence of learning

–To other students–As process of learning–As summative assessment at end

•La Guardia findings:–Visual and textual integration–Interdisciplinarity



Semester assignments/discussion

threads

‘one-shot’ assignments

Portfolio Presentation

Organized presentation

Improvements in course performance?

•Improvement in completion

•Chang (2007) found that self-perceived learning performance was significantly enhanced by use of web-based portfolio assessment among junior high students in two computer classes.


Students demographics

•From intro survey each semester:–Adult students–Working students–Students with family responsibilities

•Adult learning theory–Adults are characterized by maturity, self-confidence, autonomy, solid decision-making, and are generally more practical, multi-tasking, purposeful, self-directed, experienced, and less open-minded and receptive to change.

–8 Important Characteristics Of Adult Learners http://elearningindustry.com/8-important-characteristics-of-adult-learners


eFolio Thinking

• Adult students supported by:• Reflective Practice

• eFolio as a way to


• Reflection

• ownership

Pedagogic Tool

• Promote, assist and improve students’ learning

• Inform teaching and learning

• Provide cognitive framework for learning and teaching


Course Organization, Integration

• Portfolio assignments as advance organizers

• Identifying Critical Content

• Importance of effectively cueing critical information

• Advance organization of content

• Course Integrators

– ePortfolios as course integrators. Mason et al (2004) reported that a majority of students found the portfolio served as a course integrator:

– Mason, R., Pegler, C., Weller, M. (2004). E-Portfolios: an assessment tool for online learning. British Journal of Educational Technology 35.6: 717-727. Retrieved from

http://caeldompel3.pbworks.com/f/E-portfolios.pdf


http://www.amazon.com/Identifying-Critical-Content-Techniques-Essentials/dp/1941112005


Formative and Summative Assessment

A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.

A tool used after instruction to measure student achievement which provides evidence of student competence or program effectiveness.


Responses to Spr 15 semester survey of Lib 101


Research Powerpoint: Choose as many options below that are relevant to

you in describing the Research Presentation [only the Powerpoint

presentation, not bibliography portion of final project]. If something is not

listed, include under "Other'" (Mandatory )

Response # responses percent

Relevant to coursework in other subject areas 5 20.00%

Helped me in understanding course concepts 4 16.00%

Helpful in reviewing prior assignments and revising for inclusion 4 16.00%

Is something I can 'take away' from the class as a finished proposal 4 16.00%

Helped me see the process of developing a topic and searching for sources 3 12.00%

Seemed like a lot of work 2 8.00%

Was not helpful as a final project 2 8.00%

Other Option 1 4.00%

88.00% 1 skip

References

• http/eportfoliolearing.weebly.com/

• Barrett, Helen. http://electronicportfolios.org/

• Del Vecchio, A., Gustke, C. & Wilde, J. (2000). Alternative Assessment for Latino Students. In J.V. Tinajero & R.A. DeVillar (Eds.), The Power of Two Languages (pp. 365 – 382). New York: McGraw-Hill.


• Mason, R., Pegler, C., Weller, M. (2004). E-Portfolios: an assessment tool for online learning. British Journal of Educational Technology 35.6: 717-727. Retrieved from http://caeldompel3.pbworks.com/f/E-portfolios.pdf

• Saito, H., Miwa, K. (2007). Construction of a learning environment supporting learners’ reflection: A case of information seeking on the Web. Computers & Education 49: 214–229. Retrieved from http://miwalab.cog.human.nagoya-u.ac.jp/Paper/saito07.pdf


http/eportfoliolearing.weebly.com/

http://electronicportfolios.org/


http://miwalab.cog.human.nagoya-u.ac.jp/Paper/saito07.pdf

References

•Sonley, V. et al. (2007). Information literacy assessment by portfolio: a case study, Reference Services Review, 35.1: 41-70. Retrieved from http://tees.openrepository.com/tees/bitstream/10149/41456/7/41456.pdf


http://tees.openrepository.com/tees/bitstream/10149/41456/7/41456.pdf

portfolio presentation

Education

process students

evidence of learning

portfolio types process

eportfolios eportfolios

types of portfolios

students best work

digital portfolio

document learning journey